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INTRODUCTIONUnit 1VOCABULARY foreign words in English

GRAMMAR / EVERYDAY ENGLISH verb tenses review

PRONUNCIATION sentence stress

READING an article about pygmy people

SPEAKING a brainstorm and discussion on different cultures

Unit 2VOCABULARY common compound nouns

GRAMMAR / EVERYDAY ENGLISH questions and question words

READING an article about Amish people

WRITING an opinion paragraph

Unit 3VOCABULARY negative prefixes

GRAMMAR / EVERYDAY ENGLISH indirect questions

PRONUNCIATION sounds b / p

READING a text about three multicultural cities from around the world

LISTENING a conversation about favorite cities

WRITING a conversation about hometown

Unit 4VOCABULARY collocations: ‘do / make’

GRAMMAR / EVERYDAY ENGLISH starting and ending a conversation (small talk)

LISTENING two short, small talks

SPEAKING role-play a small talk

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IntroSs learn / revise foreign words in English and read about the Pygmy people. Ss review the present simple, present continuous and present perfect tenses and review the accurate pronunciation of sentence stress. Ss make a discussion about culture.

WarmerGreet Ss and ask daily questions to warm them up and focus their attention on you.

Introduce yourself and ask Ss to introduce themselves.

Introduce the topic of the lesson – cultures.

A Direct Ss’ attention to the pictures. Elicit ideas about the pictures. Then direct Ss’ attention to the questions and have Ss answer with their partners. Elicit ideas and facilitate a class discussion.

B Direct Ss’ attention to the quiz on page 107 and give Ss about 2 minutes to complete the quiz and determine their results. Then Ss compare their results with their partners. Elicit ideas and results and facilitate large group discussion.

Vocabulary

A Direct Ss’ attention to the pictures and have Ss match the nouns to the pictures. Elicit answers and check.

Answer key: 1.a 2.e 3.h 4.b 5.c 6.f 7.g 8.d

B Direct Ss’ attention to the task. Ss match words to the languages. Ss check with a partner, then elicit answers and check.

Answer key: 1.e,g 2.a 3.d 4.b, c 5.h 6.f

C Put Ss in pairs and have Ss answer the question. Ss make a list of ten English words in their native language and use their dictionary to find their definitions. Elicit definitions and go over the words. Clarify any confusing words and definitions and answer any questions Ss might have.

Pronunciation

A Read the Boost Box aloud and read the example aloud. Have Ss repeat the example. Then explain the task. Ss underline the content words. Elicit answers.

B Direct Ss’ attention to the task. Ss listen and check their answers from exercise A.

Answer key: 1. birds, loud 2. Elisa, won, prize 3. help me, kitchen 4. turn on, TV, please 5. car, expensive

C Have Ss read the sentences from exercise A aloud with their partners. Check the stress in Ss’ pronunciation and elicit the correct pronunciation when necessary.

1 .1

Script1 The birds are very loud.2 Elisa won 1st prize.3 Could you help me in the kitchen?4 Will you turn on the TV, please?5 That car is expensive.

Content words are words that have meaning. They name objects of reality and their qualities.Structure words are words that have little or ambiguous meaning. They are used for grammatical relations. It is usually possible to understand the sentence even after you take out the structure words.But when you take out content words then the sentence loses its meaning.

e.g.Could you open the door? I have lost my key. (Grammatically correct and complete sentence. Bold words are content words) Open door. Lost key. (Grammatically incomplete sentence but it is simple to understand. We stress these words when we pronounce the sentence.

Boost Box

Unit 1

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Reading

In this part, Ss practice scanning, reading for the main idea and reading for details.

A Introduce the topic and predict the context of the text. Put Ss into pairs and have Ss answer the questions. Remind Ss to discuss the questions thoroughly and share their ideas. Elicit ideas but do not give the answers.

B Allow Ss time to read through the texts and ask them to read the sentences and fill in the blanks with the correct form of the words given. Go over the first sentence as an example. Elicit answers and check. Clarify any confusing points and answer any questions Ss might have.

Answer key: 1.c 2.e 3.b 4.a 5.d

C Allow Ss to reread the texts and answer the questions. In feedback, check and elicit answers. Remember to ask Ss where in the text they found the answer.

Answer key:

1. They are smaller than other people, and their average height is 150 cm. (Paragraph 2)

2. They live in tropical Africa, around and south of the equator. (Paragraph 1)

3. Because they consider the forest to be their home. (Paragraph 3)

D Put Ss in pairs and have Ss discuss the questions. Encourage Ss to ask their partners follow up questions to expand their discussions. Elicit answers and facilitate a large group discussion.

Grammar

A Direct Ss’ attention to the pictures and have Ss match the sentences to the pictures. Elicit answers and check.

Answer key: 1.b 2.a 3.c

B Ask Ss to read the sentences and find the mistakes. Give Ss about 3 minutes to complete the activity. Go over the first question as an example. Elicit answers and check. Elicit the correct structures and point out the form and function of each tense as they appear in the sentences.

Answer key:

1. Italian people eat a lot of pasta.

2. Many people are wearing jeans these days.

3. Traditions have become more important to many people recently.

4. They don’t live in Africa.

5. The culture doesn’t change a lot.

6. The country is getting richer at the moment.

C Ss read the sentences and fill in the blanks with the correct form of the verb given. Go over the first sentence as an example. Elicit answers and check. Clarify any confusing points and answer any questions Ss might have.

Answer key: 1.drink 2.aren’t wearing 3.work 4.has lived 5.don’t eat 6.are travelling 7.have visited 8.hasn’t changed

See the Boost Grammar on page 90-91 and review the grammar rules with the Ss for further information.

Unit 1 Unit 1

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Speaking

A Before speaking Ss listen to a dialogue and answer the questions. Play the recording, twice if needed. Elicit answers and check.

Answer key:

1. Yes, he is.

2. No, there aren’t.

B Put Ss in pairs and explain the task. Give Ss about 3 minutes to complete the activity. Ss may need to take notes. Elicit answers and check. Clarify any confusing points and answer any questions Ss might have.

C Explain the task and make sure Ss understand it. Ss work with a partner and discuss the differences between the cultures. Monitor while Ss speak and provide support as needed. Elicit ideas and facilitate a large group discussion.

D Ss work in pairs and discuss the similarities between cultures. Monitor while Ss speak and provide support as needed. Elicit ideas and facilitate a large group discussion.

1.2

ScriptJared: I didn’t really know much about pygmies. That was very interesting.Yasmin: Yes. Actually, that made me think about different cultures.Jared: Are there any cultures like pygmies in your country too?Yasmin: No but I am sure there are many other unusual cul-tures.Jared: Yes, you are right. I mean, I don’t know what to say. I really don’t like the word ‘unusual.’Yasmin: True. It is not for us to decide what is usual and what is unusual.Jared: Exactly.

Unit 1

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Intro

Ss learn common compound nouns and read about the Amish people’s culture. Ss learn / revise the function and form of questions and question words and practice writing a short opinion paragraph with supporting ideas about society.

Warmer

Greet Ss and ask daily questions to warm them up and focus attention on you.

Revise the previous topic of foreign words in English.

Introduce the topic of the lesson – the society of Amish people.

A Put Ss in groups of three and explain the task. Ss discuss the differences between the terms ‘culture’ and ‘lifestyle.’ Monitor while Ss speak and provide support as needed. Elicit ideas.

B Put Ss in pairs and direct Ss’ attention to the pictures. Elicit ideas about the pictures. Then direct Ss’ attention to the questions and have Ss answer with their partners. Elicit ideas and facilitate a large group discussion.

VocabularyA Read the Boost Box aloud and go over the example. Write the example on the board and give more examples if needed. Then put Ss into pairs and have them match the words to make compound nouns. Elicit answers and check.

Answer key: a.6 b.1 c.3 d.5 e.4 f.2

B Ss work in pairs to match the compound nouns to the definitions. Elicit answers and check. Remind Ss to write the new words in their notebooks. Drill the pronunciation and word stress if needed. Give examples if necessary.

Answer key: 1.vineyard 2.teaspoon 3.chairman 4.earphone 5.background 6.grasshopper

C Ss work in pairs and find compound words using a dictionary. Give examples if necessary. Elicit answers and check.

Grammar

In this part, we aim to teach certain grammar structures with different activity types.

Briefly, review the form and function of questions and question words and elicit a few examples to warm Ss up.

A Ask Ss to read the sentences and ask questions. Elicit answers and check.

Answer key:

1. What did he do?

2. Who went home quickly after the concert? / When did Jane go home quickly?

3. Why did Sarah have to leave earlier? / Who had to leave earlier? / Who had to leave earlier because her mother was waiting for her outside?

4. Whose book is this?

5. Where are you traveling in the morning? / When are you traveling to Scotland?

6. How often do you go to the Italian restaurant? / Where do you go about once a week?

B Give SS about 3-5 minutes to write questions for the underlined words. Elicit answers and check. Write the questions on the board and go over the answer. Elicit any questions and clarify confusing points. Give more examples if needed.

Answer key:

1. a. Who caught six big fish in the lake today?

b. What did Jake catch in the lake today?

c. Where did Jake catch six big fish today?

2. a. What does Maria play every Sunday?

b. When / How often does Maria play tennis?

3. a. Who didn’t enjoy their last vacation in France?

b. What didn’t Richard and John enjoy?

4. a. Who will organize a conference in the summer?

b. What will the school committee organize in the summer?

c. When will the school committee organize a conference?

Unit 1 Unit 2

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C Ss use the prompts to write questions. Go over the first question as an example. Elicit answers and check.

Answer key:

1. Who were you with on last New Year’s Day?

2. What do you generally buy your friends on their birthdays?

3. Where do you keep your books in the house?

4. Who are your favorite writers?

5. How often do you clean your room?

D Explain the task first. Ss ask and answer the questions from Exercise C with their partner. Monitor while Ss speak and provide support as needed. Elicit ideas and facilitate a large group discussion. Clarify any confusing points and answer any questions Ss have.

See the Boost Grammar on page92 and review the grammar rules with the Ss for further information.

Reading


A Introduce the topic and predict the context of the text. Put Ss in pairs. Direct Ss’ attention to the pictures and ask them to work in pairs and answer the questions. Elicit ideas and check.

B Explain the task first. Ss read the title and the first paragraph of the text, then answer the question. Elicit answers and check.

C Allow Ss time to read through the texts and ask them to match the questions to the paragraph. Elicit answers and check.

Answer key: 1.c 2.a 3.e 4.d 5.b

D Instruct Ss to find the words in bold, then guess the words’ meanings from the context and match them to the synonyms. Elicit answers and check.

Answer key: 1.b 2.a 3.d 4.f 5.c 6.e

E Put Ss in pairs and explain the task first. Ss discuss with their partner to find similar beliefs between their culture to the Amish people’s culture. Give about 5 minutes write a short paragraph about the similarities. Monitor while Ss write and provide support and encouragement as needed. Elicit ideas and facilitate a large group discussion.

Writing

A Read the explanation aloud and explain the parts of a paragraph. Clarify any confusing points and answer any questions Ss might have.

B Explain the task first. Give Ss about 4-6 minutes to complete the task. Using the explanation from exercise A as an example, Ss brainstorm about ‘Yuruks’ and develop a thesis statement. Give an example to thesis statement if necessary and answer any questions Ss might have. Ss exchange thesis statements to compare.

C Instruct Ss to find two or three main ideas related to their thesis statement. Monitor while Ss write their main ideas. Elicit a few examples and check.

D Ss write details and examples to support their main ideas and put the thesis statement, main ideas, and supporting sentences to organize a meaningful paragraph. Ss exchange paragraphs to compare. Ss check their partner’s paragraph by finding the topic sentence, supporting ideas and concluding the sentence. Ss take back their own paragraph and correct any mistakes. Collect the tasks and give written feedback. Hand them back in the next lesson.

Teaching tip

It’s important for Ss to give each other peer feedback because it allows Ss to understand the assignment better when they have to evaluate another Ss’ work, it allows Ss a chance to correct their mistakes in a low-stakes setting before handing in their work, and it allows the teacher to evaluate more polished work.

Unit 2

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Intro

Ss learn / revise negative prefixes on adjectives and read about multi-cultural cities and have a discussion on traditions. Ss learn to ask indirect questions and practice the pronunciation difference between “b” and “p.”

Warmer

A Put Ss in pairs and instruct them to discuss the questions with their partner. Elicit ideas and facilitate a large group discussion.

B Direct Ss’ attention to the statement and have Ss discuss it. Monitor while Ss speak and provide support and encouragement as needed. Elicit ideas and facilitate a large group discussion.

Vocabulary

A Ss complete the task by matching the negative prefixes with the words given to form adjectives. Write the first one as an example on the board. Give Ss about 1-2 minutes. Elicit answers and check.

Answer key: a.2 b.3 c.4 d.5 e.1 f.6

B Ss fill in the blanks with the words from exercise A. Elicit answers and check. Remind Ss to write the new words in their notebooks. Drill pronunciation and word stress, and give extra examples if needed.

Answer key: 1.Insane 2.disagree 3.Irresistible 4.illegal 5.impossible 6.uncomfortable

Reading


A Introduce the topic and predict the context of the text. Put Ss in pairs and have Ss answer the questions. Remind Ss to discuss the questions thoroughly and share their ideas. Elicit ideas but do not give the answers.

B Allow Ss time to scan the text and choose the best title. Remind Ss that scanning means looking quickly rather than reading carefully. Elicit answers and check.

Answer key: b

C Introduce the topic and predict the context of the text. Direct Ss’ attention to the words and have Ss match the words to the definitions. Elicit answers and check.

Answer key: 1.a 2.b 3.f 4.d 5.e 6.c

D Ss read the text carefully and write two details about each city given. Monitor as Ss work and provide support as needed. Elicit ideas and facilitate a large group discussion.

E Allow Ss time to read the text and answer the questions. Ss decide what the numbers refer to in the text. Elicit answers and check for comprehension.

Answer key:

a. 178 – the number of different nationalities in Amsterdam

b. 200 – the number of languages people speak in London

c. 140 – the number of countries people come from in Los Angeles

d. 86 – the number of languages people speak in Los Angeles

Listening

In this part, it is aimed to listen for main ideas and details. Before listening to the recording, give some info to make Ss aware of the context.

A Explain the task first. Ss listen to the dialogue and answer the question. Read the question aloud first. Then play the recording, twice if needed. Elicit answers and check for comprehension.

3.3

Unit 2 Unit 3

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Answer key:

1. Carla is from Berlin and Damien is from İzmir.

2. Because she is studying Japanese there.

3. Damien likes the way people dress in Tokyo.

4. He went to Oktoberfest.

5. They are going to visit the İzmir International Fair.

B Ss listen to the conversation carefully and write two details about each city given. Monitor as Ss work and provide support as needed. Elicit ideas and facilitate a large group discussion.

Suggested answer key:

İzmir: the third largest city in Turkey, multi-cultural, International Fair in Alsancak

Tokyo: Japanese, amazing city, fashionable dresses, rich variety of local and international culture

Berlin: Oktoberfest, wonderful, Carla’s family lives close to the festival area

C Allow Ss a few minutes to brainstorm with their partner. Then Ss answer the questions and discussion. Elicit ideas and facilitate a large group discussion.

D Ss discuss some of the greatest cities in the world in groups. They can write down their scripts, or take notes about the main points. Then each pair performs their discussion for the class. Demonstrate as an example. Monitor while Ss prepare and provide support as needed. Have Ss perform their dialogues and give feedback.

Pronunciation

A Ss listen to the sentences and circle the words they hear. Play the recording, twice if needed. Elicit answers and check.

Answer key:

1. peas

2. pack

3. cab

4. mop

ScriptDamien: Hi, my name is Damien.Carla: I am Carla. Do you live here Damien?Damien: Yes, I love İzmir.Carla: It is a nice city. Damien: It is my favorite city. It is the third largest city in Turkey. There are many people from various cultures here.Carla: I see. It is a big multi-cultural city then.Damien: Yes. And where do you come from Carla?Carla: At the moment, I live in Tokyo, but I am from Berlin. I am studying Japanese there. Damien: Tokyo is an amazing city. I have been there. I really liked the way people dressed. There is a good variety in fashion in that city.Carla: That is true. The city has a rich variety of local and international culture, so I always feel comfortable trying new things with clothes there. It was difficult at first. I always asked people where this and that shop was. Now it is easier.Damien: I also went to Berlin last year. Carla: You did? And did you like it?Damien: Yes, it was wonderful. My friend asked me where I wanted to go. I knew about Oktoberfest so I asked him if he could take me there. Luckily, the timing was perfect.Carla: That’s a good festival. I go to that one every year. In fact, my parents live very close to the festival area.Damien: If you like festivals, you can go to the İzmir International Fair. It is open around this time every year.Carla: Oh really? I asked some people what festivals they had here, but no one knew. Do you know where it is? Damien: Yes. It is in Alsancak. Why don’t you join me and my friends? We are going there tomorrow.Carla: Sure! That sounds like a great idea.

3.2

Unit 3

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B Ss read the words in the columns with a partner and guess which word their partner has said. Monitor while Ss speak and check for accuracy of pronunciation.

C Ss find five more words that have similar pronunciation with their partner. Encourage Ss to use their dictionary if needed. Elicit new words and write them on the board. Encourage Ss to write the new words in their notebooks.

Grammar


A Briefly revise the function and form of indirect questions. Ss read the sentences and compare them in terms of their meaning. Elicit ideas and facilitate a large class discussion.

Answer key: The first one is a direct sentence and the second one is an indirect sentence. Their meanings are the same, but the structure is different.

B Explain the task first. Ss match the sentences with their usage. Monitor while Ss speak and provide support as needed. Elicit ideas and facilitate a large group discussion. Clarify any confusing points and answer any questions Ss have.

Answer key: 1.b 2.c 3.a

C Ss write indirect questions for the direct questions given. Elicit answers and check.

Answer key:

1. I was wondering what you are cooking for dinner.

2. I’d like to know where you come from.

3. Would it be possible if you could take us to the office today?

4. Can you tell me if you saw Bob yesterday?

5. Do you know where the post office is?

D Instruct Ss to rewrite the direct questions as indirect questions. Elicit answers and check.


1 The old woman on the street was wondering where the nearest post office was.

2 My parents would like to know where I was until this time.

3 The teacher would like to know if I have completed the homework from last week.

4 The shopkeeper was wondering how many cans of cola I want.

5 The taxi driver would like to know what the exact address of my house is.

See the Boost Grammar on page 93 and review the grammar rules with the Ss for further information.

Speaking

A Before speaking Ss listen to a dialogue and answer the questions. Play the recording, twice if needed. Elicit answers and check.

Answer key:

1. Young people kiss the hands of the elderly.

2. Kissing hands is an unusual tradition for Juan.

B Put Ss in groups of three, ask them to brainstorm their traditions and some foreign cultures they know about. Remind them to take notes. Monitor as Ss work and provide support as needed. Elicit the similarities and differences, and facilitate a large group discussion.

C Explain the task and make sure Ss understand it. Ss work with a partner and discuss the common traditions of their regions. Monitor while Ss speak and provide support as needed. Elicit ideas and facilitate a large group discussion.

ScriptBold words must be stressed.1 peas2 pack3 cab4 mop

3.1

Script Juan: Your country is very interesting. There are so many interesting traditions. Ali: Yes, yes, that’s true. And it changes from one region to the other. Juan: Kissing hands is an interesting one for me.Ali: That’s what we do in Bairam. Young people kiss the hands of the elderly. Juan: Yes. I guess it shows respect towards old people. Ali: Indeed. That’s what it shows.

Unit 3 Unit 3

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IntroSs learn / revise collocations with ‘do’ and ‘make’ and listen to people making small talk. Ss study the function of making small talk and practice orally by making small talk about a variety of topics with a partner.

WarmerGreet Ss and ask daily questions to warm them up and focus attention on you.

Review the previous topic of negative prefixes. Write the target prefixes on the board and have Ss write as many words starting with that prefixes as they can.

Introduce the topic of the lesson – small talk.

A Ss watch the silent videos to answer the questions. Monitor while Ss speak and provide support as needed. Elicit ideas, but do not give the correct answers.

Answer key: 1. v1-c v2-b v3-a 2. answers will vary

B Put Ss in pairs and have Ss discuss the questions. Monitor while Ss speak and provide support as needed. Elicit ideas and facilitate a large group discussion.

VocabularyA Read the Boost Box aloud and write examples on the board. Then explain the task. Ss complete the collocations by filling in the gaps with the correct verbs. Ss check with a partner, then elicit answers and check. Remind Ss to write the words in their notebooks. Drill the pronunciation and word stress if needed. Give sample sentences if necessary.

Answer key: 1.do 2.make 3.do 4.make 5.do 6.make

Teaching TipIt’s a good idea to have Ss check with a partner first before eliciting answers whenever possible. This helps to develop a more student-centered learning environment and takes the focus off of you, the teacher and puts the responsibility for learning on the Ss.

B Direct Ss’ attention to the pictures and have them match the pictures to the collocations in exercise A. Elicit answers and check.

Answer key: 1.a 2.f 3.b 4.e 5.c 6.d

Listening

In this part, it is aimed to listen for main ideas and details. Before listening to the recording, give some info to make Ss aware of the context.

A Allow students to work in pairs and answer the pre-listening question. In this kind of question, for which answers vary from student to student, do not accept one correct answer; instead, ask Ss share and compare their answers in groups. Monitor while Ss speak and offer support if needed, but do not interrupt Ss.

B Ss listen to the conversation and answer the questions for both conversations. Elicit answers and check.

4.1

ScriptJacob: Hi, Lucy. Lucy: Hi Jacob.Jacob: How is it going?Lucy: Quite good actually. And you?Jacob: Not bad. Do you come here often?Lucy: Yes. I like this place. They have very good coffee here.Jacob: I like the coffee here too. The donuts are great too.Lucy: Really? I haven’t tried the donuts here.Jacob: You definitely should. They are awesome.Lucy: Ok, I can try the donuts tomorrow morning maybe.Jacob: Anyway, I have to go catch the bus. See you later, Lucy.Lucy: See you later, Jacob.

Conversation 2 Laila: Hi. Martin: Hi.Laila: Are there any buses to downtown from here?Martin: Yes, yes, there is one. the bus number eleven goes there.Laila: Okay, great. Terrible weather today, isn’t it?Martin: Yes, it is. Looks like it is not going to stop soon.Laila: Yes, the streets get messy when it rains. Martin: It is always like that. They need to fix these canals.Laila: Look at that. It is hard to walk in the streets.Martin: That’s what happens. Traffic gets stuck too.Laila: They really should do something about it.Martin: Yes, indeed. Oh, that’s your bus, number 11.Laila: Yes, perfect. Good evening.Martin: Good evening.

Unit 4

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Answer key:

Conversation 1:

1. At the coffee shop

2. Hi

3. How is it going?

4. coffee and donuts of the place

Conversation 2:

1. At the bus stop

2. Hi

3. Are there any buses to downtown from here?

4. the weather, the busses and the traffic

C Allow Ss to work in pairs to answer the true/false questions. Then play the recording and have them check their answers. Play the recording again if needed. Elicit answers and check.

Answer key: 1.T 2.F 3.F 4.T 5.F 6.T 7.F

Everyday englishIn this part, we aim to teach certain English expressions that Ss can use in daily life.

A Explain the task first. Ss match the subjects with the expressions. Elicit answers and check.

Answer key: 1.d 2.b 3.c 4.e 5.f 6.a

B Put Ss in pairs and direct Ss’ attention to the pictures. Ss match the topics to the pictures. Elicit answers and check.

Answer key: 1.b 2.f 3.c 4.a 5.e 6.d

C Ss work with a partner and look at the sentences in exercise A again, then add one more idea to each section. Elicit ideas and write them on the board.


SpeakingIn this part, Ss use communication skills they learn in each module, talking to their partner, teacher or group members.

A Instruct Ss to read the conversation and fill in the gaps with the expressions given. Go over the first sentence as an example. Elicit answers.

Answer key: 1.b 2.f 3.a 4.d 5.e 6.c

B Play the listening and have Ss control their answers in exercise A. Elicit answers and check. Clarify any confusing points and answer any questions Ss might have.

C Put Ss in pairs and assign them the roles of “A” or “B.” Ss turn to their respective pages (Student A: page 107, Student B: page 111) and read their role play cards. Explain how to conduct a role play and demonstrate briefly if needed. Then Ss read their cards and conduct their role play. Monitor while Ss speak and provide support as needed.

4.2

ScriptEric: Hi, I’m Eric. Jessie: Hello, Eric. My name is Jessie.Eric: Nice to meet you, Jessie. Do you work here?Jessie: No, I don’t. I’m just here to visit my friend, Lucy. Eric: Lucy? She is my office mate. How do you know her?Jessie: Really? She is my next-door neighbor. Eric: That’s interesting. What about having a drink while waiting for her? Jessie: Thanks a lot. Well, black coffee would be fine.Eric: Okay. Here you are. Jessie: Thank you, Eric. Hope to see you soon.Eric: See you, Jessie.

Unit 4 Unit 4

12

INTRODUCTION

Unit 5VOCABULARY words easily confused

GRAMMAR / EVERYDAY ENGLISH past tenses

PRONUNCIATION syllables

READING a text about the golden days of Turkish protest rap music in

Germany

SPEAKING discussion about the old music trends

Unit 6VOCABULARY phrasal verbs with come

GRAMMAR / EVERYDAY ENGLISH used to / be used to / get used to

READING a short text about the lifestyle in the 1960s in us

SPEAKING a small conversation about the 60s

Unit 7VOCABULARY collective nouns

GRAMMAR / EVERYDAY ENGLISH relative clauses (defining / non-defining)

PRONUNCIATION sounds: /g / k/

READING a text about the old iconic gadgets we used at home

SPEAKING role-play a situation about favorite gadgets

Unit 8VOCABULARY transition words

GRAMMAR / EVERYDAY ENGLISH telling a story: sequencing words

READING a made-up story using given prompts

WRITING the rest of a half story

13

IntroSs learn some easily confused words and read about a music genre. Ss learn/revise the difference in form and function between past simple and past continuous and have a discussion about music trends. Ss also learn about syllables in pronunciation.


Introduce the topic of the lesson – music. Elicit different musical genres that Ss know/like and ask Ss to share their opinions on each genre informally.

A Put Ss in pairs and direct Ss’ attention to the activity. Read aloud the names of the music genres. Then instruct Ss to answer the questions with their partners. Elicit ideas and facilitate a large group discussion.

B Play samples of different musical genres as Ss work and elicit ideas about each one as you play them. Have Ss close their eyes and elicit the feelings Ss have when they hear the different types of music. Instruct Ss to match the sounds with the genres. Elicit answer and check.

Answer key: 1.b 2.e 3.d 4.c 5.a

VocabularyA Introduce the topic and predict the context of the text. Direct Ss’ attention to the words and have Ss match the words to the definitions. Elicit answers and check.

Answer key: 1.b 2.a – 1.a 2.b – 1.a 2.b – 1.b 2.a

B Ss complete the sentences by filling in the gaps with the correct form of the words given. Elicit answers and check.

Answer key:

1. accepted (e) 2. except (d)

3. passed (g) 4. past (h)

5. principal (b) 6. principles (a)

7. quite (f) 8. quiet (c)


ReadingIn this part, Ss practice scanning, reading for the main idea and

reading for details.

A Introduce the topic and predict the context of the text. Put Ss

in pairs. Instruct Ss to answer the pre-reading questions with

their partners. Monitor while Ss speak and provide support and

encouragement as needed. Elicit ideas and facilitate a large

group discussion.

B Allow Ss time to scan the text and choose the best title.

Remind Ss that scanning means looking quickly rather than

reading carefully. Elicit answers and check.

Answer key: b

C Ss work in pairs and match the words to the definitions. Elicit

answers and check.

Answer key: 1.d 2.e 3.c 4.b 5.a

D Ss read the text to complete the sentences by filling in the

gaps with the dates and words. Elicit answers and check.

Answer key: 1.1970s 2.African-American 3.France 4.frustration

5.1995 6.oriental

E Allow Ss to read the texts again and answer the true/false/

not mentioned questions. In feedback, check and elicit answers.

Remember to ask Ss where in the text they found the answer,

either true or false.

Answer key: 1.F 2.F 3.T 4.NM 5.T 6.F

GrammarA Ask Ss to read the sentences and choose the correct option

in italics in the rules. Elicit answers and check.

Answer key: 1.simple past 2.past continuous

5.1

Unit 5

14

B Read the Boost Box aloud and write the examples on the

board. Write a few more examples, if necessary. Then direct

Ss’ attention to the task. Direct Ss back to the sentences in

exercise A, then Ss answer the questions according to those

sentences. Ss compare with a partner. Elicit answers and check.

Answer key:

1.She was walking in the park.

2.past simple and past continuous tenses

3.In sentence b, the action of editing the report is interrupted by

a phone call; however, the actions are consecutive in sentence

c as the uncle arrives in the town and then visits the people.

C Ss read the sentences and fill in the blanks with the correct

form of the verb given. Go over the first sentence as an

example. Elicit answers and check. Clarify any confusing points

and answer any questions Ss might have.

Answer key: 1.fell 2.woke up 3.were cleaning 4.was 5.was

traveling 6.graduated

See the Boost Grammar on page 95 and review the grammar

rules with the Ss for further information.

PronunciationA Revise / teach and explain what a syllable is. Before

playing the recording, write the words on the board and ask Ss

to make a guess about how many syllables there are. Play the

recording. Ss listen to the pronunciation of the words and put

the words in the correct column. Replay the recording if needed

to complete the task. Elicit answers and check. Compare

their guesses before the activity to the answers. Go over any

mistakes if needed.

Answer key: one syllable (friend, ghost, sign, bring), two

syllables (clever, balloon, awful, concrete)

B Instruct Ss to read the words and choose the odd one

according to their syllables. Elicit answers and check.

Answer key: 1.match 2.habit 3.played 4.bored

SpeakingA Ss listen to the conversation and answer the questions. Elicit

ideas and answers, then check.

Answer key:

1. Pamela- the 80s, Jerry-the 60s

2. Because the lyrics were meaningless.

3. The lyrics were meaningless, but the music was lively and

energetic.

4. The Doors.

B Put Ss in pairs and instruct them to read the questions and

write notes for them. Monitor as Ss work and provide support

as needed. Elicit ideas and facilitate a large group discussion.

C Put Ss in pairs and assign them the roles of “A” or “B.” Ss

turn to their respective pages (Student A: page 107, Student

B: page 111) and read their role play cards. Explain how to

conduct a role play and demonstrate briefly if needed. Then Ss

read their cards and perform their role play. Monitor while Ss

speak and provide support as needed.

ScriptOne syllable: friend, ghost, sign, bring Two syllables: clever, balloon, awful, concrete

5.2

Unit 5

15

IntroSs learn phrasal verbs with come and read about the life in the 1960s. Ss learn/revise the difference between the form and function of ‘be used to’ and ‘get used to’. Ss have a dialogue comparing the good and bad sides of living in the 1960s.


Revise the previous topic of easily confused words. Write the easily confused words on the board and ask Ss to work in groups to define the differences between the words. Elicit answers and check.

Introduce the topic of the lesson – Living in the 1960s.

A Put Ss in pairs, read aloud the definition of milestone and have Ss answer the questions. Elicit answers and ideas and facilitate a large group discussion. Share your own answers and ideas as well.

B Put Ss in pairs and direct Ss’ attention to the pictures. Ss listen to the recordings and match them to the pictures. Play the recording, twice if needed. Elicit answers and check.

Answer key: R1.c R2. a R2.b

VocabularyA Ss match the phrasal verbs with the definitions and check with a partner. Elicit answers and check.

Answer key: 1.b 2.d 3.e 4.c 5.a

B Ss complete the sentences by filling in the gaps with the correct form of the phrasal verbs in exercise A. Elicit and check answers.

Answer key: 1.come up with 2.came across 3.came round 4.come by 5.come over

GrammarA Ask Ss to read the sentences and choose the correct option in italics in the rules. Elicit answers and check.

Answer key: 1.be used to 2.get used to 3.gerund 4.can

B Then Ss complete the sentences with the correct form. Remind Ss to use the correct tense. Do the first sentence on the board as an example. Elicit answers and check.

Answer key: 1.am used to 2.get used to 3.used to 4.got used to

C Ss read the sentences and choose the option that has a similar meaning. Elicit answer and check.

Answer key: 1.c 2.a 3.a 4.b 5.a


ScriptRecording 1This is an old photo of my mom from the late 1980s. She was a high school student in this photo. She really looks funny, doesn’t she? They used to wear fancy accessories in daily life and the girls were used to have bright makeups. Hey, look at her colorful bracelets! It looks horrible. I think I will never get used to the fashion trends in the 1980s!

Recording 2This is my grandma, Susie. She looks really nice in this photo. She is still a very elegant woman. Anyway, I love the color of her sweater but honestly, her hair looks horrible! People used to prefer plain clothes in the 1960s and women didn’t use to wear colorful accessories back then. However, young ladies were used to wearing exaggerated makeup.

Recording 3In the late 1920s, especially in the big cities, people became more careful about their appearance. This photo was taken in those days, and this was my great-grandmother, Alicia. She

6.1

used to have a wealthy family so she had a chance to think about fashion when she was young. Women started to use accessories and wear well-designed clothes in special events. In daily life, looking graceful and neat was important. The flowers and the lace band on her head were the sign of elegance in my great-grand mother’s time.

Unit 5 Unit 6

16

ReadingIn this part, Ss practice scanning, reading for the main idea and reading for details.

A Introduce the topic and predict the context of the text. Put Ss in pairs. Direct Ss’ attention to the pictures and ask them to work in pairs and answer the questions. Elicit ideas and check.

Answer key:

1. Lifestyle in the 60s

2. Hippies

3. In the 1960s

B Allow Ss time to scan the text and choose the main idea of the passage. Remind Ss that scanning means looking quickly rather than reading carefully. Elicit answers and check.

Answer key: c

C Instruct Ss to find the words in bold, then guess the words’ meanings from the context and match them to the synonyms. Elicit answers and check.

Answer key: 1.a 2.b 3.d 4.c 5.e

D Allow Ss to work in pairs to correct the mistakes in italics. Elicit answers and check.

1. People in the US were quite annoyed about the war in Vietnam.

2. In the late 1960s, feminists wanted more rights for women, and the role of women in society started to change.

3. The young people questioned society, the laws, and their lifestyles. They used to wear out of type clothes and makeups.

4. The music in the 1960s also expressed the discontent of young people with society and there was an air of social change in the sounds and lyrics.

5. The Woodstock first met with its audience in 1969 and popular musicians like ‘Jimmy Hendrix,’ ‘Jefferson Airplane,’ and ‘Janis Joplin’ performed in this epic festival.

Speaking

A Explain the task first. Ss listen to the dialogue and answer the question. Read the question aloud first. Then play the recording, twice if needed. Elicit answers and check for comprehension.

Script

Richard: So, Janie, you were in your twenties in the 60s. How

was it? What was happening?

Janie: It was a time of change you know. It was about 50 years

ago, but those were the best times of my life.

Richard: What kind of change are we talking about here?

Janie: I think, it started among young people as a thing, you

know, there were things they wanted to do but they couldn’t,

because, well, traditions, values, it was too boring for young

people. They were tired of it, you know what I mean.

Richard: Yes, I think I do.

Janie: We used to walk around the streets, sing songs and

travel around the world. Normal people, who had jobs and work

to do, or those who had conservative views of life, they weren’t

used to that kind of a lifestyle.

Richard: I think, the war played an important role in the

movement, too.

Janie: Of course, some of our friends went to fight in Vietnam.

We argued with them against it. We got into a lot of arguments

with people about the war.

Richard: I see.

Janie: People were watching television, and you know, it was

like, it was full of lies. People used to believe TV more than they

do now back in those times.

Richard: There were a lot of protests, too.

Janie: Yes, there were a lot of protests but they were all

peaceful protests.

Richard: Well, thank you for the interview, Janie.

Janie: It is my pleasure.

6.2

Unit 6

17

Answer key: 1.d

B Allow Ss to listen to the dialogue again and answer the true/false/not mentioned questions. In feedback, check and elicit answers.

Answer key: 1.F 2.T 3.F 4.NM 5.T

C Put Ss in pairs and instruct them to read the info card on page 108 and add two more events and important people from their country to the list. Then, Ss discuss the good and bad sides of living in the 1960s, and they should take notes to complete the table. Monitor while Ss work and provide support as needed. Check for accuracy.

D Ss make a conversation about their country in the 1960s using their notes. Monitor as Ss work and provide support as needed. Elicit ideas and facilitate a large group discussion.

Unit 6 Unit 6

18

IntroSs learn collective nouns and read about famous gadgets from

the past. Ss learn/revise relative clauses and practice the

difference in pronunciation of the g and k sounds. Ss roleplay a

conversation about going to the woods.

WarmerGreet Ss and ask daily questions to warm them up and focus

attention on you.

Review the previous topic of phrasal verbs with “come.” Do

a fill-in-the-blank activity by writing sentences on the board

and having Ss come to the board and fill in the blanks with

the target phrasal verbs with “come.” Revise the definitions if

needed.

Introduce the topic of the lesson – famous gadgets from the

past.

A Put Ss in pairs and have Ss answer the questions. Elicit

answers and ideas and facilitate a large group discussion.

Share your own answers and ideas as well.

VocabularyA Read the Boost Box aloud and write the examples on the

board. Write a few more examples. Then direct Ss’ attention to

the task. Ss match words to make collective nouns. Ss check

with a partner, then elicit answers and check.

Answer key: a.2 b.5 c.4 d.3 e.1 f.5 g.2 h.2 i.1 j.1

B Ss read the sentences and choose the correct word in italics.

Elicit answers and check. Remind Ss to write the new words in

their notebooks and note the differences between the easily

confused words. Drill pronunciation and word stress. Give extra

examples if needed.

Answer key: 1.pack 2.set 3.group 4.Herds 5.bunch

ReadingA Direct Ss’ attention to the pictures. Elicit ideas about the

pictures. Then direct Ss’ attention to the questions and have

Ss answer with their partners. Elicit ideas and facilitate a class

discussion.

Answer key: 1) a.Atari b.Tetris c.Walkman (portable cassette

player)

B Ss read the text and complete the missing parts with the

sentences given. Give Ss about 4-6 minutes. Elicit answers and

check.

Answer key: 1.c 2.b 3.a

C Direct Ss’ attention to the pictures in exercise A and have Ss

match the gadgets from the text to the pictures. Elicit answers

and check.

Answer key: 1.c 2.b 3.a

D Ss match the words from the text to the definitions. Elicit

answer and check.

Answer key: 1.b 2.a 3.d 4.c 5.f 6.e

E Allow Ss to reread the texts and answer the true/false

questions. In feedback, check and elicit answers. Remember to

ask Ss where in the text they found the answer, either true or

false.

Answer key: 1.T 2.F 3.F 4.F 5.T

GrammarA Read the Boost Box aloud and write the examples on the

board. Write a few more examples, if needed. Then direct Ss’

attention to the task. Ss decide if the relative clauses are

defining of non-defining. Elicit answers and check. Clarify any

confusing points and answer any questions Ss might have.

Answer key: 1.D 2.D 3.ND 4.D 5.D

Unit 7

19

B Ss complete the sentence by filling in the gaps with ‘who’ or

‘which.’ Elicit answers and check.

Answer key: 1.which 2.who 3.which 4.which 5.who

C Instruct Ss to rewrite the sentences using ‘who’ or ‘which.’

Elicit answers and check.

Answer key:

1.The café which is on the other side of the street sells delicious

cookies.

2.The supermarket which my husband likes very much is really

small.

3.Everybody loves Çeşme which is a seaside town in İzmir.

4.My brother who is a graduate of mathematics lives and works

in England now.

5.Laura who is very good at making pancakes likes them.

See the Boost Grammar on page 120 and review the grammar

rules with the Ss for further information.

Pronunciation

A Ss listen to the pronunciation of the words to notice the

difference between the sounds ‘g’ and ‘k.’

B Ss listen to the sentences and circle the words they

hear. Play the recording, twice if needed. Elicit answers and

check.

Answer key: 1.snack 2.crime 3.crease 4.cold

SpeakingA Put Ss in pairs and have them discuss the questions. Monitor

while Ss speak and provide support as needed. Elicit ideas and

facilitate a large group discussion.

B Ss listen to the dialogue and complete the table

with the phrases given. Draw the table on the board and elicit

answers. Check for accuracy.

Answer key:

Linn: 3, 4, 5

Casey: 1, 2, 6, 7

C Put Ss in pairs and assign them the roles of “A” or “B.” Ss

turn to their respective pages (Student A: page 108, Student

B: page 111) and read their role play cards. Explain how to

conduct a role play and demonstrate briefly if needed. Then Ss

read their cards and conduct their role play. Monitor while Ss

speak and provide support as needed.

ScriptStress the difference between /g/ and /k/ sounds.1 girls – curls2 gold – cold3 guards – cards4 log – lock

Script1 We didn’t have enough time for lunch so we had a snack.2 The streets are full of crime.3 You will crease those papers if you sit on them.4 This house is really cold.

7.1

7.2

Unit 7 Unit 7

7.3

20

IntroSs learn/revise transition words and listen to about ‘The Adventures of Tom Sawyer.’ Ss learn the function of using sequencing words to tell a story and practicing their written language skills by writing the ending of a story and spoken language skills by making up a story.


Revise the previous topic of collective nouns by showing pictures and eliciting the collective nouns for the objects.

Introduce the topic of the lesson – storytelling.

A Put Ss in pairs. Direct Ss’ attention to the pictures and instruct Ss to answer the questions with their partners. Monitor while Ss speak and provide support and encouragement as needed. Elicit ideas and facilitate a large group discussion. Check answers.

Answer key: 1.e 2.b 3.d 4.c 5.a

VocabularyA Ss read the transition words and complete the table according to the meanings of the transition words. Draw the table on the board and elicit answers. Check for accuracy.

Answer key: Addition (furthermore, in fact), Difference / Conflict (however, in contrast), Effect / Result (therefore, consequently)

B Ss read the sentences and choose the correct option in italics. Elicit answers and check.

Answer key: 1.In fact 2.Therefore 3.Furthermore 4.In contrast 5.However

Everyday englishA Ss complete the table with the sequencing words. Elicit answers and check.

Answer key: beginning (first of all, firstly), continuing (next, after that), ending (finally, lastly)

B Instruct Ss to read the text and complete the blanks with the sequencing words given. Elicit answers and check.

Answer key: 1.e 2.d 3.b 4.d 5.c 6.a

C Explain the task first. Ss read the sentences and put them into a logical order to form a paragraph. Elicit answers and check.

Answer key: 5 – 4 – 1 – 3 – 2


Listening

A Direct Ss’ attention to the pictures and have Ss match the types of stories to the pictures. Elicit answers and check.

Answer key: 1.a 2.b

B Ss listen to the dialogue and complete the table with the phrases given. Draw the table on the board and elicit answers. Elicit ideas but do not give answers.

Answer key:

fairy tale: 2, 5, 6

fictional novel: 1, 3, 4

C Direct Ss’ attention to the task. Ss listen and check their answers from exercise B.

Fairytale is a long imaginary story having realistic/believable events and characters. It is a kind of short story that has characters like fairies, elves, giants, werewolves, etc. It also includes magic and supernatural elements. Fairy tales usually begin with the phrase: “once upon a time”.

Fictional novel could have the traces of social or political changes in real life. It also has certain types like romance, thriller, autobiographical, etc.

D Explain the task first. Ss listen to the recording and put the sentences in a logical order to form a paragraph. Elicit answers and check.

Script

8.1

8.2

Unit 8

21

Script

The text should be read clearly.

The Adventures of Tom Sawyer

The story is about a boy named Tom Sawyer. Tom lived with Aunt Polly and his half-brother Sid. The boys really gave Aunt Polly a hard time. Sid mostly behaved well but Tom never obeyed the rules. Most boys are naughty, that we know, but Tom was one of the naughtiest. In fact, he just wanted to have some fun, but usually got into trouble. He had many adventures. For example, he was coming back from school and he had a fight with one other boy. His Aunt saw him and cried out: “Tom, what happened to you! You muddied your pants again!” He really was covered in mud. He tried to run away but his aunt caught him and gave him a punishment. “You are going to paint the fence”, she said. Then she gave him a bucket of paint and a brush. Well, Tom certainly didn’t have time for this kind of things. He wanted to go out and have an adventure. He was painting the fence very slowly and he looked bored. After a little while, one of the other boys came by and started watching him. Tom saw the boy but he pretended not to see him. He was painting faster now and he tried to look like he was having fun. Then the boy came close and asked: “What are you doing, Tom?” “Oh, I am doing something important. I love painting. It is so much fun”, he said. “Can I paint too?”, the boy asked. “Of course, not. This is something important. Only I can do it”, Tom replied. The boy watched him for some time more. After a few minutes, he put his hand in his pocket and took out a half-eaten apple. He went up to Tom and said: “I can give you this apple. Just let me paint a little”, he said. Tom looked thoughtful. “Okay, but only a little,” he said. That day, many other boys came and all of them gave Tom little things and Tom let them paint the fence. At the end of the day, he had a huge treasure of little objects…

Answer key: 1.d 2.b 3.c 4.f 5.a 6.e

E Ss match the words with the definitions and check with a partner. Elicit answers and check.

Answer key: 1.e 2.d 3.c 4.b 5.a

F Allow Ss to work in pairs to answer the true/false questions. Then play the recording and have them check their answers. Replay the recording if needed. Elicit answers and check.

Answer key: 1.F 2.T 3.F 4.F 5.T

WritingA Put Ss in pairs and instruct them to read the text and underline the transition words and sequencing words. Elicit answers and check.

Answer key: then, finally, first, after that, at first

B Direct Ss’ attention to the pictures. Ss put the pictures in the order after they read the text in exercise A again. Elicit answers and check.

Answer key: a-c-b

C Ss discuss the possible endings of the story from exercise B with a partner. Elicit ideas and facilitate a large group discussion.

D Ss choose a possible scenario and write an ending for the story. Remind Ss to use transition and sequencing words where necessary. Elicit ideas and check.

Suggested answer key: … fell asleep. Finally, at about 12 o’clock we descended towards Manila airport. The pilot was talking to the control tower while he was bringing the plane down gently towards the runway. Suddenly, he announced that we had a problem. I felt anxious and checked my seatbelt immediately. However, nothing terrible seemed to happen, and the pilot didn’t seem worried. Eventually, I realized that he meant the radio transmission and there was no problem with the engines of the plane. We landed safely a few minutes later. I must admit I’m not very happy about flying in big planes, as for little ones - never again.

Speaking

A Ss go to page 109 and read the sample story. Then direct Ss’ attention to the pictures. They should take notes and make up their own story for the prompts and pictures given. Monitor as Ss work and provide support as needed.

B Ss compare with a partner and discuss the similarities and differences between their stories. Elicit results and ideas and facilitate a large group discussion.

Unit 8 Unit 8

22

INTRODUCTION

Unit 9VOCABULARY work and money vocabulary

GRAMMAR / EVERYDAY ENGLISH present perfect vs. present perfect continuous

PRONUNCIATION vowels

READING a text about success stories

SPEAKING a dialogue about expenses and shopping habits

Unit 10VOCABULARY compound nouns

GRAMMAR / EVERYDAY ENGLISH past perfect tense

READING a text about famous brands of the past

WRITING an informal e-mail

Unit 11VOCABULARY phrasal verbs with ‘on / off’

GRAMMAR / EVERYDAY ENGLISH simple past tense vs. past perfect tense

PRONUNCIATION minimal pairs: long and short vowels

LISTENING a job interview

SPEAKING role-play a job interview situation

Unit 12VOCABULARY similes with ‘as… as’

GRAMMAR / EVERYDAY ENGLISH apologies and excuses

LISTENING three short conversations about apologies and excuses

SPEAKING role-play a situation about giving excuses

23

IntroSs learn vocabulary related to work and money and read about Richard Branson. Ss learn/revise the difference in form and function between present perfect and present perfect continuous. Ss revise the pronunciation of vowels in English and have a dialogue about shopping.


Introduce the topic of the lesson – money and work.

A Put Ss in pairs and instruct them to discuss the questions. Monitor while Ss speak and provide support and guidance/redirection as needed. Elicit ideas and facilitate a large group discussion.

B Direct Ss’ attention to the quiz on page 109 and have Ss answer the questions and discover their results. Then Ss compare with a partner and discuss whether they think their results are accurate or not. Elicit results and ideas and facilitate a large group discussion.

VocabularyA Ss match the words with the definitions and check with a partner. Elicit answers and check.

Answer key: 1.c 2.a 3.b 4.e 5.f 6.d


Answer key: 1.afford 2.loan 3.enterprise 4.cost 5.went bankrupt 6.invest

See the Boost Vocabulary on page 105. Use the extra exercises here if needed, or assign them as homework.

ReadingA Direct Ss’ attention to the questions and have Ss answer with their partners. Elicit ideas and facilitate a class discussion.

B Instruct Ss to read the title and the first paragraph. Then, Ss discuss the questions. Elicit answers and check.

Answer key:

1.It is about the success story of Richard Charles Nicholas Branson.

C Ss read the text and complete the blanks with the correct sentence. Elicit answers and check.

Answer key: 1.c 2.e 3.b 4.d 5.a

D Ss match the words with the definitions and check with a partner. Elicit answers and check.

Answer key: 1.c 2.e 3.a 4.b 5.d

E Allow Ss to read the texts again and answer the true/false/not mentioned questions. In feedback, check and elicit answers. Remember to ask Ss where in the text they found the answer, either true or false.

Answer key: 1.F 2.T 3.NM 4.T 5.T

Grammar


A Read the Boost Box aloud and briefly revise the present perfect simple and present perfect continuous tenses on the board. Answer Ss’ questions and clarify any confusing points. Give extra examples if needed. Then direct Ss’ attention to the task. Ss read the words and put them into a logical order to form sentences. Elicit answers and check.

Answer key:

1. Martha has been watering the flowers for years.

2. Raul has read all the books I gave him.

3. Has Samantha been playing chess for a long time?

4. Alvarez has not helped his father in the field this year.

5. Amanda has bought a new bicycle.

B Ss fill in the blanks with the correct form of the verb given, then check with a partner. Elicit answers and check.

Answer key: has been taking, hasn’t recovered, has visited, has seen, have found, hasn’t been taking care, has eaten, hasn’t done

Unit 9

24

C Explain the task first. Do the first sentence on the board as an example. Then Ss complete the sentences, so they are true for themselves. Invite Ss to share their sentences in pairs and monitor while Ss speak. Elicit ideas and check for accuracy.


PronunciationA Ss listen to the recording write the sounds of the vowels in words given.

ScriptWords should be read slowly and clearly.

hide

light

steam

bleak

grinch

beans

night

tear

site

burn

earn

Answer key:

1 aɪ

2 aɪ

3 i:

4 i:

5 i

6 i:

7 aɪ

8 eə

9 aɪ

10 ɜ:

11 ɜ:

B Instruct Ss to look at the set of words and choose the option that doesn’t include the same vowel sound. Elicit answers and check.

Answer key: 1.c 2.b 3.a 4.c 5.a

SpeakingA Read the tips about shopping aloud. Ask Ss to put a tick near the ones they agree with. Elicit ideas and facilitate a class discussion.

B Ss listen to the recording and answer the questions. Elicit answers and check.

Script

Max: Hello Jane! How are you?

Jane: Thanks, Max! I’m great! I came from shopping.

Max: Oh! Wonderful! So, what did you buy?

Jane: I bought a pair of jeans and a couple of t-shirts.

Max: Looks like you spent a lot.

Jane: Actually, no. There was a great discount and I paid the half of the price.

Max: Wow! I was following the online shopping websites but there isn’t such a good discount.

Jane: I always make a list of the items to buy before going out for shopping. If you have a shopping list, I can help you.

Max: That would be great Jane. Here is my shopping list.

Answer key:

1. It is about shopping.

2. A pair of jeans and a couple of t-shirts

3. No, she didn’t.

4. Making a shopping list before going out for shopping

5. Following online shopping websites for discounts

9.1

9.2

Unit 9

25

C Put Ss in pairs. Allow Ss some time to think about other tips to add to the list in exercise A. Then instruct Ss to make a dialog about their expenses and shopping habits using their lists. Monitor as Ss speak and provide support when necessary.

Unit 9 Unit 9

26

IntroSs learn compound nouns and read about the brands of the past. Ss learn/revise the form and function of the past perfect tense and practice expressing problems in written form with an informal email.


Revise the previous topic of work and money. Have Ss look at the previous unit and cover the target vocabulary words, then read the definitions to a partner. Ss try to remember the target words, then switch roles.

Introduce the topic of the lesson – brands of the past.

A Direct Ss’ attention to the picture. Have Ss answer the questions in pairs. Elicit ideas and answers and facilitate a large group discussion.

B Ss work in pairs and write the categories on the board (food, vehicle, clothing and electronic). Give Ss about 1 minute. Ss write brands name for each category. Monitor Ss as they work. Elicit answer and check.

VocabularyA Read the Boost Box aloud and go over the examples. Write the examples on the board and give more examples if needed. Then put Ss into pairs and have them match the words to the definitions. Elicit answers and check.

Answer key: 1.e 2.c 3.b 4.a 5.f 6.d

B Explain the task first. Ss read the compound nouns and correct the mistakes. Elicit answers and check.

Answer key: 1.underground 2.swimming pool 3.toothpaste 4.strawberries 5.butterfly

C Ss find three more compound nouns with their partner. Encourage Ss to use their dictionary if needed. Elicit new compound nouns and write them on the board. Encourage Ss to write the compound nouns in their notebooks.

See the Boost Vocabulary on page 105. Use the extra exercises here if needed, or assign them as homework.

GrammarIn this part, we aim to teach certain grammar structures with different activity types.

Extra activity:

As Ss at this level have studied the past perfect tense before, it may be helpful to do a quick revision before moving on. With Ss’ books closed, elicit the form and function of the past perfect and write it on the board along with a helpful diagram/timeline. Elicit examples and write them on the board. Using pictures as prompts could also be useful.

A Ss complete the sentences using the correct form of the verbs in parentheses. Elicit answers and check. Go over the rules and answer any questions Ss may have. Clarify any confusing points.

Answer key:

1. got, had gone

2. went, had taken

3. had finished

4. met, had already finished

5. had prepared, came

B Explain the task first. Ss read the words and put them into a logical order to form sentences. Elicit answers and check.

Answer key:

1. I had finished my sandwich when the bus came.

2. Everyone had slept when I went home.

3. Everyone had left when I woke up in the morning.

4. When the ambulance reached the injured man, he had died.

5. The lights had just gone out when we arrived home.



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Reading

A Put Ss in pairs and have Ss discuss the questions. Encourage Ss to ask their partners follow up questions to expand their discussions. Elicit answers and facilitate a large group discussion.

B Direct Ss’ attention to the pictures. Instruct them to scan the text and match the pictures to the paragraphs. Elicit answers and check.


C Ss match the words with the definitions and check with a partner. Elicit answers and check.

Answer key: 1.c 2.a 3.e 4.b 5.d

D Ss read the text to complete the sentences. Remind Ss that they can use only one word for each blank. Elicit answers and check.

Answer key: 1.Nokia 2.fuel 3.1897 4.cars 5.1988

WritingA Direct Ss’ attention to the email. Ss read the email to discuss the questions with a partner. Elicit answers and check.

Answer key:

1. Bella is not being ready to get married, and she explains her story.

2. Informal.

3. They are probably friends.

4. The writer doesn’t want to get married, but she has difficulties in changing Johan’s ideas.

5. Johan’s passion.

B Ss go to page 112 and do the activity. Monitor as Ss work and provide support as needed.

C Ss make notes about their own problems or an imaginary problem. Then SS write an informal email using their notes. Elicit ideas and check for accuracy.

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IntroSs learn phrasal verbs with on/off and listen to a job interview. Ss learn/revise the differences between the form and function of the past perfect simple and simple past tenses. Ss practice the pronunciation difference between long and short vowels and role play a job interview.


Revise the previous topic of compound nouns. Write half of each compound noun onto cards or small pieces of paper and give them out to Ss. Then, Ss have to find their partner by matching the halves of the cards. Ss sit with their partner and each pair briefly defines their compound noun.

Introduce the topic of the lesson – job interviews.

A Direct Ss’ attention to the pictures and have Ss answer the questions with a partner. Monitor while Ss speak and provide support as needed. Elicit answers and facilitate a large group discussion.

B Put Ss in groups and instruct them to discuss whether they agree with the statements or not. Elicit results and ideas and facilitate a large group discussion.

C Direct Ss’ attention to the answers on page 110 and have Ss check their answers in exercise B. Discuss whether their results are accurate or not. Elicit ideas and facilitate a large group discussion.

VocabularyA Ss match the phrasal verbs with the definitions and check with a partner. Elicit answers and check.

Answer key: 1.f 2.a 3.b 4.e 5.c 6.d

B Ss complete the sentences by filling in the gaps with the correct form of the phrasal verbs in exercise A. Go over the first sentence as an example. Elicit and check answers. Clarify any confusing points and answer any questions Ss might have.

Answer key: 1.Turn on 2. to put on 3.call on 4.Turn off 5.called off 6.put off

See the Boost Vocabulary on page 105. Use the extra exercise if needed, or assign it as homework.

ListeningA Ss watch the silent video to discuss the questions. Monitor while Ss speak and provide support as needed. Elicit answers and ideas and facilitate a large group discussion. Share your own answers and ideas as well.

Answer key: 1. He is preparing for a job interview.

B Explain the task first. Ss listen to the recording and put the sentences in the order as they hear. Elicit answers and check.

ScriptMr. Robinsky: Hello, please take a seat.

Casey: Thank you.

Mr. Robinsky: So, you have applied for the advertised position in our school.

Casey: Yes, I have. I would like to apply for the position of French language teacher.

Mr. Robinsky: Okay, let’s see. Your CV says you worked with young children.

Casey: Yes, I especially like working with children. I had already taught adults in a part-time position as I was still a student. I did not want to work with adults anymore. I had already decided to focus on a career with young learners.

Mr. Robinsky: And why do you like working with children?

Casey: Well, firstly because children are very creative. I find it entertaining to be around them. They are full of fresh ideas. Also, children need good guidance and I think I am very good at that.

Mr. Robinsky: And, what do you think are some problems of working with children?

Casey: Class management can be an issue sometimes. But games and fun activities are great to keep children interested in the lesson.

Mr. Robinsky: Our classes here are quite small. That makes it more manageable for teachers. Usually, there are 8 to 10 students in a class.

Casey: That is a big advantage. It is good for the students as well.

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Mr. Robinsky: So how long did you work with children for.

Casey: I had started working in a school just before I graduated. Until June I had worked there as a teacher.

Mr. Robinsky: I see. Is there anything you would like to ask me?

Casey: How many hours do teachers teach in a day?

Mr. Robinsky: It depends, but usually between 3-5 hours.

Casey: I see.

Mr. Robinsky: Okay, thank you for coming. We will interview other applicants and then contact you if necessary.

Casey: Thank you Mr. Robinsky. Have a nice day.

Answer key: 1.c 2.b 3.f 4.e 5.a 6.d

C Ss listen to the dialogue again and choose the best option. Elicit answers and check.

Answer key: 1.c 2.a 3.c 4.c 5.a

GrammarA Read the Boost Box aloud and write the examples on the board. Write a few more examples, if necessary. Then direct Ss’ attention to the task. Ss write the sentences using the time phrases given. Ss compare with a partner. Elicit answers and check.

Answer key:

1. She had already finished cooking when the guests arrived.

2. We had never seen such a beautiful house before.

3. Martina had just returned home when I went to visit her.

4. When I first met Robert, he had not eaten any meat for the last five years.

5. I woke up and took a walk around the house. The others had not woken up yet.


Answer key: 1.before 2.just 3.by the time 4.already


See the Grammar Reference Chest on page 99 and cover the rules with the Ss.

PronunciationA Read the definition in the Boost Box aloud and revise / teach what minimal pairs are. Read the examples aloud and have Ss repeat. Then explain the task. Ss listen to the words and notice the pronunciation of ‘u.’

Script

1 umbrella

2 understand

3 culture

4 funny

B Ss listen to the words and notice the pronunciation of ‘o.’ Instruct Ss to take turns and read the words aloud. Monitor while Ss speak and check for accuracy of pronunciation.

Script

1 comfort

2 enough

3 couple

4 color

C Ss listen to the words and circle the ones that are pronounced with short ‘u’ or ‘o.’ Play the recording, twice if needed. Elicit answers and check.

Script

1 double

2 pump

3 tongue

4 cut

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Answer key: 1.double 2.pump 3.tongue 4.cut

SpeakingA Ss make questions using the prompts given. Elicit answers and check for accuracy.

B Put Ss in pairs and assign them the roles of “A” or “B.” Ss turn to their respective pages (Student A: page 110, Student B: page 111) and read their role play cards. Explain how to conduct a role play and demonstrate briefly if needed. Then Ss read their cards and conduct their role play. Monitor while Ss speak and provide support as needed.

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IntroSs learn to make similes with the as…as structure and listen to people making excuses. Ss learn the function of making apologies and excuses and practice their oral language skills by conducting a role play about giving excuses.


Review the previous topic of phrasal verbs with “on” and “off.” Call out a phrasal verb and elicit definition.

Introduce the topic of the lesson – making apologies and excuses.

A Put Ss in pairs and have them answer the questions. Monitor while Ss speak and provide support as needed. Elicit answers and facilitate a large group discussion.

B Direct Ss’ attention to the situations and have Ss find excuses for each of them with a partner. Elicit ideas and facilitate a large group discussion. Share your own answers and ideas as well.

VocabularyA Read the Boost Box aloud and go over the example. Write the example on the board and give more examples if needed. Then put Ss in pairs and have them match the similes to the pictures. Elicit answers and check.

Answer key: 1.c 2.d 3.b 4.e 5.a

B Ss complete the sentences by filling in the gaps with the similes in exercise A. Elicit answers and check.

Answer key: 1.as dry as a bone 2.as strong as an ox 3.as white as a sheet 4.as busy as a bee 5 as light as a feather


ListeningA Introduce the topic and predict the context of the text. Put Ss in pairs and have Ss answer the questions. Remind Ss to discuss the questions thoroughly and share their ideas. Elicit ideas but do not give the answers.

Script

Conversation 1

Carla: Hello James. I would like to talk to you for a second.

James: Hello Carla. Is this about missing the return date of the archive documents?

Carla: Yes. The manager will talk to you about that.

James: Thanks for your concern. I think I can handle it.

Carla: Oh, so what’s your plan?

James: The story is simple enough. I kept the documents because the court wanted me to do so. In this case, there was nothing I could do.

Carla: I see.

Conversation 2

Mike: Why were you late to the meeting yesterday, Jessica?

Jessica: I am sorry. Traffic was terrible.

Mike: Isn’t traffic usually bad around those times?

Jessica: Well, normally it is not that jammed. Actually, I had left home a little early, but it was not enough.

Mike: I see. Okay, please give me a call next time something like this happens.

Jessica: Will sure do.

Conversation 3

Trisha: Clement, this is the third time you are late to work this week. Is something wrong?

Clement: I am really sorry. I am having a very bad week, to be honest.

Trisha: I am sorry to hear that, what is the problem then? Is there anything I can do to help?

Clement: Well, my daughter has been very ill. I have slept very little in the last few days.

Trisha: I see, well, maybe you should ask for a few days off. We can manage things around here.

Clement: I would love to do that. Are you sure you don’t mind?

Trisha: Of course, not.

Clement: Thanks.

Trisha: No problem.

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B Ss listen to the three conversations and write the problem in each conversation. Elicit answers and check.

Answer key:

1.missing the return date of the archive documents

2.being late to the meeting

3.being late to the work

C Ss listen to the three conversations again and write the excuse in each conversation. Elicit answers and check.

Answer key:

1. the court wanted him to keep documents

2. jammed traffic

3. her daughter was ill

D Instruct Ss to listen to the conversation again and choose the best option. Elicit answers and check.

Answer key: 1.a 2.c 3.a 4.a 5.b

Everyday englishA Ss complete the table with the expression given. Elicit answers and check.

Answer key: 1.informal apology 2.excuses and promises 3.informal apology 4.formal apology 5.rejecting excuses 6.excuses and promises 7.accepting excuses 8.formal apology

B Ss read and listen to the conversation and underline the expressions related to apologizing, giving an excuse, accepting and rejecting an excuse. Elicit answers and check.

Script

Christa: Lionel, where in the world did you leave the coffee?

Lionel: Oh, well, sorry Christa. I finished the coffee.

Christa: What do you mean you finished it? I told you to use your own. What is your problem?

Lionel: My bad, really, mine was finished so I thought I might use yours for once. But there was very little left in it.

Christa: Come on, Lionel. There was enough for five people in there. Did you drink it all yourself?

Lionel: My friends were here, so, you see, I couldn’t… I said I am sorry, didn’t I? I am going to the supermarket right now. I will get one for you. Forgive my carelessness this time.

Christa: Okay, apology accepted, but only if you come back fast enough.

Answer key: sorry - My bad, really, mine was finished so I thought I might use yours for once – Come on, Lionel! – My friends were here, so, you see, I didn’t feel like going to the supermarket – I am sorry – I will get one for you – Forgive my carelessness this time. – Okay, apology accepted

C Ss complete the dialogue with the expressions given. Elicit answers and check.

Answer key: 1.e 2.b 3.d 4.c 5.a

Speaking

A Ss listen to the dialogue and answer the questions. Elicit ideas and facilitate a large class discussion. Monitor Ss as they speak and answer any questions Ss might have.

Script

Mateo: Hello, Aisha. Would you like to go for a coffee together today?

Aisha: Not really. I don’t have time today. I am taking evening philosophy classes three days a week.

Mateo: Well, how about tomorrow then?

Aisha: Tomorrow is my cousin’s birthday. We are going to celebrate together.

Mateo: Alright, well some other time then.

Aisha: Yes, I think so. Maybe at the weekend.

Answer key:

1. To have a coffee together

2. She doesn’t have time.

3. Tomorrow is her cousin’s birthday.

4. At the weekend.


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INTRODUCTION

Unit 13VOCABULARY events and celebrations

GRAMMAR / EVERYDAY ENGLISH future tenses: will vs. be going to

PRONUNCIATION consonants ‘-sh, -ch, -j, -y’

READING a blog entry about a teenager’s party plan

LISTENING a dialogue about celebration plans

WRITING a formal invitation card

Unit 14VOCABULARY adjectives used as nouns

GRAMMAR / EVERYDAY ENGLISH future continuous tense vs. future perfect tense

SPEAKING a short text about the celebrations in the future

LISTENING a dialogue about the favorite type of celebration

Unit 15VOCABULARY idioms with food

GRAMMAR / EVERYDAY ENGLISH definite / indefinite articles

PRONUNCIATION sounds /æ/ /ʌ/

READING a short text about the future of food

LISTENING a discussion about advantages and disadvantages of

having junk food

Unit 16VOCABULARY easily confused uncountable nouns

GRAMMAR / EVERYDAY ENGLISH requests and offers

LISTENING three short conversations about asking for and giving help

SPEAKING role-play a requesting situation

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IntroSs learn words related to events and celebrations and read about party plans. Ss listen to a conversation about celebration plans and study the tenses for expressing future plans. Ss practice the pronunciation of the consonants -sh, -ch, -j, and -y and practice writing a formal invitation.


Introduce the topic of the lesson – events and celebrations.

A Put Ss in pairs and have Ss make a list of celebrations and have them discuss how the celebrations are celebrated. Elicit ideas and facilitate a large group discussion.

B Instruct Ss to fill in the table with the answers to the questions related to celebrations with a partner. Write one or two ideas on the board as a demonstration. Monitor while Ss speak and provide support and encouragement as needed. Elicit ideas and facilitate a large group discussion. Share your own ideas as well.

VocabularyA Ss match the holidays and celebrations with the definitions and check with a partner. Elicit answers and check.

Answer key: 1.b 2.c 3.e 4.d 5.a

B Ss watch the silent videos and put a tick near the celebrations they see. Elicit answers and check.

Answer key: 1, 4

C Ss complete the sentences by filling in the gaps with the words from exercise A. Elicit answers and check.

Answer key: 1.housewarming 2.barbecue party 3.after party 4.graduation 5.wedding

ListeningA Put Ss in pairs and have Ss answer the questions. Remind Ss to discuss the questions thoroughly and share their ideas. Elicit ideas but do not give the answers.

B Direct Ss’ attention to the words, play the recording and have Ss match the words to the definitions. Elicit answers and check.

Script

Morgan: Rita, how are we going to celebrate our graduation?

Rita: We are going to the school’s graduation party, isn’t that enough?

Morgan: Of course, not. Besides, I think the school’s party is going to be boring.

Stanley: I agree with Morgan. We need to organize our own party. School parties are too lame and tame.

Morgan: Also, some people from our class will totally destroy the whole ambiance.

Stanley: We can take my parents’ caravan and go to the beach or something.

Rita: Sounds perfect Stanley. I will bring my guitar.

Morgan: I will bring the beverages then. Can you guys bring some food?

Stanley: Yes, sure. Food is on me.

Rita: So, all this will take place after the graduation party, right?

Morgan: We will leave a little early and meet at Stanley’s place.

Rita: Thumbs up! This will be a lively party.


C Allow Ss to listen to the dialogue and answer the true/false questions. In feedback, check and elicit answers.

Answer Key: 1.F 2.T 3.T 4.F 5.F

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PronunciationA Ss listen to the pronunciation of the words to notice the difference between the sounds.

Script

Stress the underlined letters.

1 shoe

2 chip

3 gin

4 yard

B Instruct Ss to read the words and choose the odd one according to their syllables. Elicit answers and check.

Script1 cheese / shell / flesh

2 cash / profession / hatch

3 edge / much / jaw

4 yogurt / July / myth

Answer key: 1.cheese 2.hatch 3.match 4.yogurt

ReadingA Put Ss in pairs and instruct them to discuss the questions with their partner. Elicit ideas and facilitate a large group discussion.

B Direct Ss’ attention to the words and have Ss match the words from the reading to the definitions. Allow Ss about 3-5 minutes. Elicit answers and check.

Answer key: 1.b 2.a 3.d 4.c

C Instruct Ss to go back to the reading text to correct the sentences given. Elicit answers and check. Remember to ask Ss where in the text they found the answer.

Answer key: 1 Amy is writing about her birthday this time.

2 Amy’s parents didn’t let her have the party in the house.

3 Joe asked her …

4 The party didn’t end …

5 Jim … in parties.

GrammarA Ask Ss to read the sentences and match them to the usages. Elicit answers and check.

Answer key: 1.b 2.a 3.c

B Direct Ss’ attention to the task. Ss read the words and put them into a logical order to form sentences. Elicit answers and check.

Answer key:

1. Will Jane come to the party tonight?

2. Michael is going to the islands this weekend.

3. Anna and I will visit a friend this evening.

4. We are going to build a new house this summer.

5. My cousin will not become a doctor.

C Ss use the prompts in the dialog to sentences with ‘will’ or ‘be going to.’ Go over the first question as an example. Elicit answers and check.

Answer key:

1 What are you guys going to do to celebrate though?

2 We will probably stay at home and …

3 We are also going to close a restaurant …

4 We are going to plan …

5 We will probably be ...

D Put Ss in pairs. Instruct Ss to read the conversation in exercise C with their partner.


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Unit 13 Unit 13

36

WritingA Direct Ss’ attention to the invitation card. Ss read the invitation card to discuss the questions with a partner. Elicit answers and check.

Answer key:

1. Their son’s graduation

2. Informal

3. Martin and Louisa, Kevin’s parents

4. 17th of July

B Put Ss in pairs and instruct them to read the info card on page 113 and do the activity. Monitor as Ss work and provide support when necessary.

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IntroSs learn adjectives used as nouns and read about the celebrations in the future. Ss learn the difference between the future continuous and future perfect tenses. Ss practice their oral language skills by having a discussion about the types of celebrations.


Review the previous topic of words related to events and celebrations by writing the collocations on the board with the letters scrambled and having Ss unscramble the letters. Then have Ss use the collocations in sentences.

Introduce the topic of the lesson – future celebrations.

A Ss work with a partner and discuss the list, then tick the celebrations that they know. Then Ss compare with a partner and discuss whether they think their results are similar or not. Elicit results and ideas and facilitate a large group discussion.

B Put Ss in pairs and have the Ss discuss the questions with their partner. Elicit ideas and facilitate a large group discussion.

Culture noteChinese New Year

Chinese New Year celebrations, also known as the Spring Festival, in China start on the 23rd day of the 12th lunar month of the Chinese calendar. The festival lasts for about 23 days, ending on the 15th day of the first lunar month in the following year in the Chinese calendar.

Many people clean their homes to welcome the Spring Festival. They put up the red posters with poetic verses on it to their doors, Chinese New Year pictures on their walls, and decorate their homes with red lanterns. It is also a time to reunite with relatives, so many people visit their families at this time of the year.

Carnival in Rio de Janeiro

The Carnival in Rio de Janeiro (Carnaval) is a festival held every year before Lent and considered the biggest carnival in the world with 2 million people per day on the streets. The first festivals of Rio date back to 1723.

The usual Rio carnival parade is filled with revelers, floats, and adornments from numerous samba schools which are located

in Rio (more than 200 approximately, divided into 5 leagues/ divisions). A samba school is composed of a collaboration of local neighbors that want to attend carnival together, with some kind of regional, geographical common background.

La Tomatina

La Tomatina is a food fight festival held on the last Wednesday of August each year in the town of Bunol near to Valencia in Spain. Thousands upon thousands of people make their way from all corners of the world to fight in this ‘World’s Biggest Food Fight’ where more than one hundred metric tons of over-ripe tomatoes are thrown in the streets.

Yi Peng Lantern Festival

Yi Peng Festival in Chiang Mai is celebrated on the full moon of the twelfth lunar month every year, which typically means mid-way through November, but this can vary. In 2016, the Yi Peng Lantern Festival will be held on November 14th.

Holi Festival

Holi is a Hindu spring festival celebrated in India and Nepal, also known as the “festival of colors” or the “festival of love.” The festival signifies the victory of good over evil, the arrival of spring, end of winter, and for many a festive day to meet others, play and laugh, forget and forgive, and repair broken relationships.

It lasts for a night and a day, starting on the evening of the Purnima (Full Moon day) falling in the Vikram Samvat Hindu Calendar month of Phalgun, which falls somewhere between the end of February and the middle of March in the Gregorian calendar.

VocabularyA Read the Boost Box aloud and go over the example. Write the example on the board and give more examples if needed. Then put Ss into pairs and have them match the words to the definitions. Elicit answers and check.

Answer key: 1.e 2.a 3.d 4.c 5.b

B Ss read the sentences and fill in the blanks with the correct word. Give Ss about 1-2 minutes. Elicit answers and check. Clarify any confusing points and answer any questions Ss might have.

Answer key: 1.poor 2.jobless 3.blind 4.accused 5.elderly

Unit 13 Unit 14

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SpeakingA Ss listen to the conversation and answer the questions. Elicit ideas and answers, then check.

ScriptAnita: What kind of celebrations do you like, Jack?

Jack: My favorite is Holi. I just love all those colors and happy people on the streets.

Anita: Yes, me too. Holi is just fantastic. I love singing songs and dancing during the festival.

Jack: I also like Yi Peng Lantern Festival in Thailand. I went to that once. I had a great time.

Anita: Yes, I’ve heard of it. My friend went to that last year. She still has the lanterns!

Jack: I guess I like festivals that are based on certain traditions.

Anita: Me too. I don’t like birthdays and anniversaries and such very much.

Jack: No, me neither.

Answer key:

1. Holi

2. He loves those colors and happy people on the streets

3. singing songs and dancing during Holi

4. Because they are not based on certain traditions

B Ask Ss to think about their favorite type of celebration. Instruct Ss to make notes answering the questions given. Elicit ideas and facilitate a large group discussion.

C Put Ss in pairs. Ss ask and answer the questions about their favorite celebrations and using their notes from exercise B. Monitor while Ss speak and provide support as needed. Elicit ideas and facilitate a large group discussion.

ReadingA Ss watch the silent videos and put a tick near the activities they see. Elicit answers and check.

Answer key: a, c, d, e

B Direct Ss’ attention to the questions on page 110. Ask Ss to answer the questions. Then Ss compare their answers with their partners. Elicit ideas and facilitate a large group discussion.

C Direct Ss’ attention to the words and have Ss match the words to the definitions. Elicit answers and check.

Answer key: 1.d 2.a 3.b 4.c

D Instruct Ss to read the text and choose the best answer for the questions given. Elicit answers and check.

Answer key: 1.c 2. a 3.b 4.c 5.b

GrammarA Ss listen to the conversation and fill in the gaps with the words given. Elicit answers and check.

Script

Nina: Do you think you’ll still be working here ten years from now?

Will: I hope not! I don’t think I’ll be able to stand it here for that long! I think I’ll have quit by then. I hope I’ll be running my own company. How about you?

Nina: Well, in ten years, I’ll have paid my bank loan. I think I’ll still be here, but with any luck, I’ll have transferred to the Northern office.

Will: It’s scary to think of the future, isn’t it? Maybe we could both be married with two or three children by then!

Nina: Ridiculous! I think you won’t have found even a girlfriend in the next 10 years.

Answer key: 1 working 2 quit 3 running 4 paid 5 transferred 6 married 7 found

B Ss read the words and put them into a logical order to form sentences. Elicit answers and check.

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Answer key:

1. Martin will have arrived home until 9 o’clock.

2. Will Adelaide be watching this TV show with us tomorrow at this time?

3. The rain will have stopped by the evening.

4. It will be snowing all night.

5. Ms. Reynolds will not have finished marking the papers by this Friday.

C Instruct Ss to match the sentences from exercise B with the pictures. Elicit answers and check.

Answer key: 1.b 2.d 3.a 4.c 5.e

D Put Ss in pairs. Instruct Ss to complete the sentences with their own words. Elicit ideas and check for accuracy.


Unit 14 Unit 14

40

IntroSs learn idioms with food and read about the future of food. Ss learn/revise the use of articles and practice the pronunciation of the /æ/ and /ʌ/ sounds. Ss practice their oral skills by discussing the advantages and disadvantages of junk food.


Revise the previous topic of adjectives as nouns. Ask Ss to brainstorm as many words as they can remember without looking at their books. Then allow Ss to look back at the book or their notebooks if needed and quiz their partners about the meanings of the words.

A Ask Ss to name as many foods as they can. Elicit answers and check.

Suggested answer key: pasta, coffee, pizza, burger, rice, seafood, salad, cheese, fruit, macaron

B Instruct Ss to discuss the questions with a partner. Elicit ideas and check for comprehension. Facilitate a large group discussion.

Teaching TipEncourage Ss not to use their dictionaries during activities like this, but rather to find a way to express their thoughts with the words they know. Second language learners always encounter situations in which they can’t find exactly the right word, and pulling out a dictionary every time this happens isn’t practical in real life. Being able to speak around words they don’t know is a valuable skill.

VocabularyA Direct Ss’ attention to the pictures and have Ss match the nouns to the pictures. Elicit answers and check.

Answer key: 1.a 2.e 3.c 4.d 5.b

B Have Ss match the words to the definitions. Monitor as Ss work and provide support as needed. Elicit answers and check.

Answer key: 1.d 2.a 3.e 4.b 5.c

See the Boost Vocabulary on page 106. Use the extra exercises if needed, or assign it as homework.

Speaking A Ss listen to the conversation and answer the questions. Elicit ideas and answers, then check.

Script

Mario: Hey! I am tired of eating junk food in celebrations. I have a great idea for my birthday this year.

Christina: I agree with you Mario, but what can we do about it?

Mario: The theme of my birthday is going to be ‘fruits’. Everyone is going to bring lots of fruit.

Christina: We can also make fruit salads.

Mario: Yes, that will be great. We will be energetic.

Christina: We can also avoid the calories that come from junk food.

Mario: Absolutely!

Christina: Great idea, Mario!

Mario: Thanks, Christina.

Answer key:

1. Mario’s birthday

2. Fruits

3. Making fruit salads

4. Being energetic and avoiding calories that come from junk food

B Instruct Ss to make a list of answers to the questions given with a partner. Monitor as Ss work and provide support when necessary. Elicit ideas and facilitate a large group discussion.

C Ask Ss to discuss the questions using their lists from exercise B. Elicit ideas and facilitate a class discussion.

ReadingA Direct Ss’ attention to the pictures. Elicit ideas about the pictures. Then ask Ss to guess what people are going to eat in the future. Elicit ideas but do not give answers.

B Ask Ss to read the text and compare the information to your answers in exercise A.

15.1

Unit 15

41

C Ss match the words with the definitions and check with a partner. Elicit answers and check.

Answer key: 1.c 2.e 3.b 4.f 5.d 6.a

D Allow Ss to read the texts again and answer the true/false/not mentioned questions. In feedback, check and elicit answers. Remember to ask Ss where in the text they found the answer, either true or false.

Answer key: 1.T 2.F 3.NM 4.F 5.NM 6.T

GrammarA Ss read the text and fill in the gaps with the correct article. Elicit ideas but do not give answers.

Answer key: 1.zero article 2.an 3.zero article 4.zero article 5.the 6.a 7.a

B Direct Ss’ attention to the task. Ss listen and check their answers from exercise A.

Our ancestors had a hard time protecting themselves and making use of some kinds of food until they invented fire. It was such an important tool for them that in cultural stories such as Greek mythology, people steal or take fire from the Gods. The story of Prometheus is interesting in this regard. The Gods want to keep humans at a distance, they don’t want humans to be too powerful, so they do not give them fire. But Prometheus steals fire from the Gods and gives it to humans. As a punishment, Zeus ties him to a mountain and a giant eagle tears his liver day and night.

C Instruct Ss to complete the sentences by filling in the gaps with the correct article. Elicit answers and check.

Answer key:

1.the, the

2.the, -

3.the, a

4.the, -

5.a, the, The

D Allow Ss to work in pairs to correct the mistakes in the sentences given. Remind Ss there is one mistake with articles in each sentence. Give Ss about 3 minutes. Elicit answers and check.

Answer key:

1. The processed food is extremely unhealthy for people.

2 Nowadays supermarkets are full of all kinds of processed food.

3 These have a negative effect on our health.

4 The preservatives in these foods are very unhealthy.

5 It is important to stay away from these foods if we want to have a healthy diet.


PronunciationA Ss listen to the pronunciation of the words and repeat them with a partner. Monitor as Ss speak and correct their pronunciation if necessary.

Script

1 rank - run

2 tank - trunk

3 crab - cub

4 crack - cluck

B Ask Ss to listen to the pronunciation of the words given. Then, instruct Ss to put each word in correct column in the table from exercise A.

Answer key:

/æ/: grab, racket, prank

/ʌ/: drum, trumpet, grub

Table 1: grab, racket, prank

Table 2: drum, trumpet, grub

15.2

15.3

Script

Unit 15 Unit 15

15.4

42

IntroSs learn some easily confused uncountable nouns and listen to people asking for and giving help. Ss learn the function of making requests and offers and role play making requests.


Review the previous topic of idioms with food. Give the food items and ask Ss to recall the idioms without looking back at the book. Then Ss revise definitions.

Introduce the topic of the lesson – requests, and offers.

A Direct Ss’ attention to the video clips and instruct Ss to guess what is going on in each clip and take notes. Elicit ideas and answers, then listen and check.

1 Students are helping their friends to move the house.

2 Friends are helping each other to produce new ideas.

3 A middle-aged man needs help because he has a broken car.

Answer key:

1 Students are helping their friends to move house.

2 Friends are helping each other to produce new ideas.

3 A middle-aged man needs help because he has a broken car.

B Put Ss in pairs and have the Ss discuss the questions with their partner. Elicit ideas and facilitate a large group discussion.

VocabularyA Have Ss match the words to the definitions. Elicit answers and check.

Answer key: 1.c 2.d 3.e 4.a 5.b

B Ss read the sentences and fill in the blanks with the correct word. Give Ss about 1-2 minutes. Elicit answers and check.

Answer key: 1.advice, experience 2.traffic 3.news 4.progress

Everyday englishA Instruct Ss to complete the table with the expressions given. Draw the table on the board and elicit answers. Check for accuracy.

Answer key: a.1,4 b.2,5 c.3

B Ss complete the paragraph by filling in the gaps with the correct expressions given. Elicit answers and check.

Answer key: a. Can you b. please c. okay, d. Excuse me e. could you f. Can I g. Welcome

C Explain the task first. Ss read the words and put them into a logical order to form sentences. Elicit answers and check.

1. Can I have another glass of orange juice?

2. Could you help me with my homework?

3. Could you open the door for me?

4. Would you mind if I open the window?

5. Would you like another plate of rice?


ListeningA Put Ss in pairs and direct their attention to the pictures. Instruct Ss to match the statements to the pictures. Elicit answers and check.

Answer key: 1.b 2.c 3.a 4.d

B Ss look at the pictures to answer the questions. Elicit ideas and elaborate a large class discussion.

C Instruct Ss to listen to the conversations and match them with the pictures in exercise B. Elicit answers and check.

Script

Conversation 1

Karen: Can you help me in the kitchen, Rufus?

Rufus: Sorry, Karen. I can’t. I am talking to a friend on Skype.

Karen: Ok then. Would you like to have anything special for lunch?

16.2

Unit 16

16.1

43

Rufus: Well, not really. Can you take the lamb chops out of the freezer? I will cook them myself.

Karen: Sure. Could you let me know when your chat ends? I want to tell you about something.

Rufus: Of course.

Conversation 2

George: This isn’t my toothbrush. Can you tell me where you put mine, Kim?

Kim: I don’t know where it is, George. I haven’t seen it.

George: Can I check the brown suitcase? Maybe I have left it there.

Kim: Yes, sure. It is right over there. Would you like me to check it for you?

George: No need, thanks. I can do it, Kim.

Conversation 3

Louisa: Mike, I need some help with dinner. Can you stir this, please?

Mike: Well, okay. Do I have to stir it continuously?

Louisa: Oh, no. Just a few minutes will be enough.

Mike: I see. Shall I also help you with the salad?

Louisa: No honey, thanks. I will cut and season the vegetables in five minutes.

Mike: Then, can I help you with the table?

Louisa: That will be great! Take these plates and those glasses on to the table, please.

Mike: Sure. I’ve already finished stirring. I will be in the living room if you need me more.

Louisa: Thanks, honey.


D Allow Ss to listen to the dialogue again and answer the true/false questions. In feedback, check and elicit answers.

Answer key: 1.T 2.F 3.T 4.T 5.T 6.F 7.F 8.T

E Ss listen to the conversations again and read the sentences to choose the correct word in italics. Elicit answers and check.

Answer key: 1.his friend 2.freezer 3.Rufus 4.suitcase 5.toothbrush 6.dinner 7.vegetables 8.living room

SpeakingA Ss use the prompts to write questions. Go over the first question as an example. Elicit answers and check.


1. Could you give me another size of this shirt?

2. Could I help you?

3. Can you find this coat in green color?

4. Would you mind if I look at the shoes on the second floor?

5. Shall I put the shirt in a bigger bag for you?


Unit 16 Unit 16

44

BOOST UP ANSWER KEY

BOOST UP 1 BOOST UP 2

A

1.b

2.c

3.b

4.d

B

1.chairman

2.background

3.grasshopper

4.vineyard

5.teaspoon

6.earphone

C

1.uncomfortable

2.disagrees

3.impossible

4.illegal

5.irresistible

D

1. Can you tell me where the bank is?

2. I was wondering what you are going to do tonight.

3. I’d like to know when you went to Paris first.

4. Do you know who that girl is?

A.

1. quite

2. passed

3. principles

4. quiet

5. past

6. principal

B.

1. come across

2. comes up with

3. come round

4. come by

5. come over

C.

1.e

2.b

3.d

4.c

5.a

D.

1. where

2. whose

3. who

4. which

5. that

45

BOOST UP 3 BOOST UP 4

A.

1.f

2.b

3.a

4.d

5.c

6.e

B.

1. rainfall

2. haircut

3. underworld

4. iceberg

5. wallpaper

6. sunbathe

C.

1.ox

2.sheet

3.bone

4.feather

5.bee

D.

1.e

2.d

3.b

4.a

5.c

A.

1.c

2.d

3.e

4.a

5.b

B.

1.Spill the beans

2.Big cheese

3.For peanuts

4.Apple of one’s eye

5.Couch potato

C.

1. By the time I left, you will have read this.

2. By next month, I will have received my promotion.

3. When he visits Australia, he will be staying with his friends.

4. I will be watching a film in an hour.

5. We will be eating dinner when you arrive.

6. In 2023, I will have lived here for 10 years.

D.

1. -

2. an

3. the

4. the

5. a

6. a

7. the

46

VocabularyA

1 balcony

2 chimpanzee

3 zombie

4 sofa

5 bungalow

6 hurricane

7 cheetah

8 ketchup

B

1 do

2 making

3 do

4 made

5 do

6 make

7 making

8 does

C

1 uncomfortable

2 insane

3 illegal

4 irresistible

5 impossible

6 disagree

D

1 do

2 make

3 make

4 do

5 do

6 do

7 make

8 do

GrammarA

1 have moved

2 are trying

3 have

4 get up

5 take

6 have made

7 meet

8 have

9 enjoy

10 are getting

11 is preparing

12 is making

13 organize

14 like

15 chat

16 has already

17 feel

B

1 Do rabbits eat cheese?

2 Do you usually spend time with your friends after school?

3 Have you already make that appointment?

4 Is Cindy feeding the ducks on the farm at the moment?

5 Have you seen Brad recently?

6 Are shops open before 10 in your country?

7 Is Melinda coming with us after work today?

8 How many medals has Usain Bold won?

WORKBOOK ANSWER KEY

WB 1

47

C

1 the bus station is

2 these cost

3 there is

4 the school organizes

5 to get

6 there are

7 the English exam is

8 Jack has gone

D

1 “Who did we see yesterday?”

2 “What were they doing in your house yesterday?”

3 “Has Jessica been able to complete the report?”

4 “Is Sally coming with us tomorrow?”

5 “When will our team play against The Rockets?”

6 “What time are you going to meet with the board tomorrow?”

7 “Who has built that enormous building?”

8 “Will you be here when I come back next week?”

E

Conversation 1

1 (d) Guess what

2 (c) That’s great

Conversation 2

3 (f) Can I talk to you for a minute

4 (h) Of course

5 (a) I don’t mean to be rude

Conversation 3

6 (b) Would you like to come

7 (g) I’m sorry, I can’t

8 (e) That sounds great

F

1 Can I talk to you for a minute?

2 Is it okay if I open the window?

3 Sure, go ahead?

4 What a pity!

5 How about going to the cinema?

6 I was wondering if you would like to go dancing with me?

7 Sorry to bother you.

8 No, but thanks for offering.

ReadingA

1 c

B

1 d

2 b

3 c

4 a

5 e

C

1 F

2 F

3 T

4 T

5 F

6 F

WB 1 WB 1

48

VocabularyA

1 b

2 a

3 a

4 b

5 a

6 a

7 a

8 b

B

1 herd

2 strait

3 porpoise

4 dessert

5 loose

6 lose

7 capital

8 accept

C

1 has come up with

2 come round

3 comes along

4 has come by

5 came across

D

1 pile

2 team

3 senate

4 choir

5 band

6 family

E

1 bunch of grapes

2 set of twins

3 pack wolves / cards

4 herd of deer

5 group of students

F (suggested answers)

1 Tamie finished her work. Therefore, she could leave the office early today.

2 The sky is cloudy; therefore, we want to go fishing.

3 My car was very old. However, I could sell it for a good price.

4 I don’t usually eat seafood. However, I like octopus, calamari or mussels.

5 My new office mate is a cheerful girl. Furthermore, she is a helpful friend.

GrammarA

1 was listening / heard

2 was taking / rang

3 were you doing

4 broke / was skiing

5 was working / met

6 were living / were

B

1 am used to

2 get used to

3 used to

4 used to

WB 2

49

C

1 D

2 ND

3 D

4 ND

D

1 which

2 who

3 who

4 where

5 which

6 when

ReadingB

1 F

2 NM

3 T

4 F

5 T

6 F

C

1 It was a small electronic pet which you fed and took care of.

2 You had to fit different colored and shaped blocks together.

3 MSN Messenger was the social networking of the 90s. It was a place where you could chat with your friends and make new friends.

4 The TalkBoy was a device which used a cassette tape to make recordings. All the kids who had a TalkBoy could slow down and speed up recordings they made.

WB 2 WB 2

50

VocabularyA

1 afford2 invest3 loan4 go bankrupt5 cost6 enterprise

B

1 rainfall2 haircut3 underworld4 sunbathe5 wallpaper6 iceberg

C

1 turn on

2 put off

3 Put on

4 call on

5 called off

6 turned off

D

1 as strong as an ox

2 as busy as a bee

3 as white as a sheet

4 as light as a feather

5 as dry as a bone

GrammarA

1 has never been

2 have been waiting, haven’t moved

3 Has / finished

4 have drunk

5 have you been doing

6 has worked, hasn’t had

7 has been thinking

8 have you been living

B (suggested answers)

1 How long have you been talking on the phone?

2 Has Sam been a tutor at this university since 2001?

3 Where have your parents have been for a week?

4 Who has been cleaning the house all day?

5 Have you loved chocolate all your life?

6 Why have you been?

I’m sorry, I’m late. I got stuck in traffic.

7 Why have you been taking pills for a while?

C

1 had come

2 had worked

3 had made

4 had learned

5 had done

6 had gone

D

1 By the time the police arrived, they had stopped the fight

2 Jack had left home before his friends came.

3 She had married to him for two months before we met.

4 I wish I had thought it before.

5 I had seen her before I recognized her face.

6 I had completed the project before I met them yesterday.

E

1 I am so sorry I’m late, I missed the bus.

2 I’m sorry for missing the meeting.

3 I’d like to apologize for breaking your phone.

4 I didn’t mean what I said. Please accept my apologies.

WB 3

51

5 It’s fine. Don’t worry about it.

6 I can’t believe you’re late again. I’m afraid that you are not good enough.

ReadingB

Jon Hanson is an Englishman from the south of England. Jon thinks he had the worst job in the world when he was in his 20s. He was a cat food controller. What is a cat food controller? Jon said he had a lot of work when he was doing this job. Firstly, he had to smell the cat food to check if it was fresh or not. Everyone hates the smell of cat food, but Jon had to smell it every day! He couldn’t believe it when his boss asked him to put his hands into the food to check if there was anything hard in it. He hated touching the food, but that was his job, so he had no choice.

Jon said there were a few things he liked about the job. Firstly, he could choose the time he started work. So, Jon could start in the afternoon and spent time with his family in the morning. Secondly, he worked with some really nice people. And finally, he could get lots of free cat food! Luckily, Jon had two cats at home, and so he was able to feed them for free every day. And of course, Jon knew that the cat food was perfect. It was fresh, and it had nothing hard in it, so his cats were always happy and healthy!

C

1 T

2 F

3 F

4 T

5 NM

6 F

WB 3 WB 3

52

VocabularyA1 wedding 2 after party3 housewarming 4 barbecue party5 graduation

C

1 the apple of my eye

2 for peanuts

3 spill the beans

4 couch potato

5 big cheese

D

1 news

2 traffic

3 advice

4 experience

5 progress

GrammarA

1 will

2 will

3 is going to

4 will

5 will

6 are not going to

7 are going to

8 will

B

1 will have been lived

2 will have written

3 Will / have finished

4 will have worked

5 will have been

6 Will he have been

C

1 a

2 a

3 an

4 a

5 a

6 an / a

7 a / a

8 a

9 a

10 a

D

1 -

2 -

3 -

4 the

5 -

6 the

7 -

8 the

9 the

10 the – the

E

1 b

2 c

3 a

4 b

5 a

WB 3

53

ReadingB

1 Henna night is a ceremony that usually happens just a day before the wedding night in eastern cultures.

2 The family of the bride is responsible for holding this ceremony.

3 A day before the wedding night.

4 In the bride’s house.

5 The eldest woman at the ceremony first puts henna on the hands of the bride.

6 Because she tries to persuade the bride to open the bride’s hands.

C

1 F

2 F

3 F

4 F

5 T

6 F

WB 3 WB 3

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